OAR 414-580-0005. Purpose

The purposes of Every Child Belongs are: (1) To promote inclusive values, policies, and practices that create opportunities for all Young Children and their families to participate in a broad range of activities and be supported to engage as full members of families, communities, and society. The desired result of inclusion is that children and their families of all race, ethnicity, age, appearance, language, socioeconomic status, ability, religion, immigration status, gender or gender identity, geographic location, and any other identity or intersectionality, feel a sense of belonging and membership, develop positive social relationships and friendships, and experience learning that engages the individual child’s development. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports; and (2) To reduce the use of Suspension, Expulsion, and other forms of Exclusionary Practices in Early Learning and Care Programs and to eliminate disparities in the use of Suspension, Expulsion, and other forms of Exclusionary Practices in Early Learning and Care Programs based on race, ethnicity, age, appearance, language, socioeconomic status, ability, religion, immigration status, gender or gender identity, and any other identity or intersectionality, by: (a) Providing and enhancing professional development of the early learning and care workforce with a focus on ensuring early childhood educators have the knowledge and skills to support Young Children’s social, emotional, and positive racial identity development through the use of anti-bias, culturally-responsive, and inclusive practices in the early education environment. (b) Ensuring that all Infant and Early Childhood Mental Health Consultants and Technical Assistance Providers have the knowledge and skills to offer supports that include, but are not limited to, training, coaching, technical assistance, and consultation to Early Learning and Care Programs and providers to implement foundational anti-bias, culturally responsive, and inclusive Practices to ensure the stability of Young Children’s placements within the early education environment. (c) Developing and implementing culturally-responsive, Trauma-Informed Infant and Early Childhood Mental Health Consultation (IECMHC) services to support Early Learning and Care Programs and providers to effectively meet the needs of all Young Children. To be genuinely trauma-informed, practices must also be culturally responsive and reflect the active process of anti-racism. (d) Providing a coordinated system for Early Learning and Care Programs across the state to seek support, technical assistance and/or IECMHC services in maintaining the placement of specific Young Children who present with persistent challenging behaviors.